Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community art...Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community artist,working as a kindergarten teacher,over 1 year.Design/Approach/Methods:Through a narrative inquiry approach,which also includes studies of archival data and field notes,we analyze how local and personally experienced weather events imply what we call“cultures of exploration”in institutional practices.The epistemologies cross the specter of cultural–historical,pragmatic,and deep ecological philosophy.Findings:Through this study,we exemplify how experiencing weather is intertwined into pedagogical practices like habituating the body to cope with cold and wet weather,learning about danger in a wild natural landscape,and valuing species as a powerful practice.The descriptions exemplify“cultures of exploration”as a pedagogical approach.Originality/Value:In this time of an increasing climate crisis on our planet,the value of our findings is to foreground new insights,awareness,and knowledge relevant to children;to early-childhood education;and to life and societies at large.We can thus develop methods to better care for,protect,and educate children.This article has the potential to show how weather events are intertwined with everyday institutional practices—as well as how children,through exploration,learn to cope with seasonal weather landscapes and local cultural adaptations.展开更多
基金funded by the Norwegian Research Council through the KINDknow Research Centre(2018-2023).
文摘Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community artist,working as a kindergarten teacher,over 1 year.Design/Approach/Methods:Through a narrative inquiry approach,which also includes studies of archival data and field notes,we analyze how local and personally experienced weather events imply what we call“cultures of exploration”in institutional practices.The epistemologies cross the specter of cultural–historical,pragmatic,and deep ecological philosophy.Findings:Through this study,we exemplify how experiencing weather is intertwined into pedagogical practices like habituating the body to cope with cold and wet weather,learning about danger in a wild natural landscape,and valuing species as a powerful practice.The descriptions exemplify“cultures of exploration”as a pedagogical approach.Originality/Value:In this time of an increasing climate crisis on our planet,the value of our findings is to foreground new insights,awareness,and knowledge relevant to children;to early-childhood education;and to life and societies at large.We can thus develop methods to better care for,protect,and educate children.This article has the potential to show how weather events are intertwined with everyday institutional practices—as well as how children,through exploration,learn to cope with seasonal weather landscapes and local cultural adaptations.
